This book addresses implicit learning, one of the most contemporary and controversial topics in Cognitive Psychology worldwide. It is a type of learning that has been associated with various concepts, but the definition that lies at the center of most discussions is one that sees it as inextricably linked to the acquisition of implicit knowledge about complex stimuli, which occurs without conscious effort and awareness.

There are numerous questions, doubts, and disagreements surrounding this particular research area, with some researchers even questioning the existence of implicit learning and its qualitative distinction from explicit learning. This book provides a broad overview of these issues, thus covering a significant gap in the Greek literature, while also attempting to provide some answers based on the most contemporary theoretical and empirical data, provoking readers' thoughts and reflections on seeking further answers and proposals.

In the chapters of this specific book, an initial conceptual definition of implicit learning is attempted, alongside the interpretation of its relationship with consciousness and various theories of consciousness that support the basic measurements of implicit learning, which are presented immediately afterward. Next, the key examples that have been developed for the experimental investigation of implicit learning are presented, certain characteristics attributed to implicit learning, and finally, the theories of representation of implicit knowledge.

This book is aimed at a broad audience, including undergraduate and graduate psychology students, as well as students from pedagogical departments, psychologists, and generally cognitive scientists interested in exploring either theoretically or research-wise a fascinating thematic field with wide applications in both everyday activities and experimental laboratories.